atomic_bomb_lesson_plan_442.docx | |
File Size: | 92 kb |
File Type: | docx |
Goals & objectives
California content standards
10.8.6
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
common core literacy standards
Reading
CCSS.ELA.Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments to supports claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
L.4.3a
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA.Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Writing
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments to supports claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
L.4.3a
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
driving historical questions
Was bombing Nagasaki and Hiroshima justified?
What are some lasting effects the atomic bomb created?
What are some lasting effects the atomic bomb created?
lesson introduction
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VOCABULARY
Kamikaze
Manhattan Project
-Robert Oppenheimer
Atomic Bomb
Hiroshima/Nagasaki
Enola Gay
I will display the vocabulary terms along with their definitions on the overhead projector. While students are reading their textbook and article, they can easily see key terms displayed.
Manhattan Project
-Robert Oppenheimer
Atomic Bomb
Hiroshima/Nagasaki
Enola Gay
I will display the vocabulary terms along with their definitions on the overhead projector. While students are reading their textbook and article, they can easily see key terms displayed.
CONTENT DELIVERY
To learn about the effects of the atomic bomb on Japan, students will read two secondary sources. The first source is from their textbook, the second is a newspaper article critiquing the drop of the atomic bomb.
I will have instructed students to bring their textbooks to class the day before this lesson begins.
Before students begin reading we will go over the title and subheading in their textbook to assure students anticipate what their readings will be about.
Before students begin reading, I will display vocabulary terms on the overhead.
While students are reading, I will go around the classroom to answer any questions and assure students are staying on task and taking notes.
“Opening Up the Textbook”
- Students will read pages 459-61 in their textbook, “Modern World History: Patterns of Interaction.”
- Students will read a separate secondary sources about the bombings in Japan.
- “Japanese Remembrance of the Dropping of the Atom Bomb” by Bria Greene.
Questions:
-List at least 3 causes of the atomic bomb (deaths, destruction of land, radiation, etc.)
-Identify at least 2 similarities and 3 differences between each secondary source.
-What do the differences imply about the bombing of Japan?
-Is dropping the atomic bomb on two Japanese cities justified?
I will have instructed students to bring their textbooks to class the day before this lesson begins.
Before students begin reading we will go over the title and subheading in their textbook to assure students anticipate what their readings will be about.
Before students begin reading, I will display vocabulary terms on the overhead.
While students are reading, I will go around the classroom to answer any questions and assure students are staying on task and taking notes.
“Opening Up the Textbook”
- Students will read pages 459-61 in their textbook, “Modern World History: Patterns of Interaction.”
- Students will read a separate secondary sources about the bombings in Japan.
- “Japanese Remembrance of the Dropping of the Atom Bomb” by Bria Greene.
Questions:
-List at least 3 causes of the atomic bomb (deaths, destruction of land, radiation, etc.)
-Identify at least 2 similarities and 3 differences between each secondary source.
-What do the differences imply about the bombing of Japan?
-Is dropping the atomic bomb on two Japanese cities justified?
STUDENT ENGAGEMENT
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LESSON CLOSURE
To close the lesson I will assign the class to do a short quick write explaining their response to the lesson question. A quick write will allow those students who may struggle with public speaking or English Learners who may not feel comfortable speaking up in class to express and explain their ideas. Although, I will try to call on the students who do not talk as much in class, the quick write will allow them to elaborate on their ideas.
ASSESSMENTS
- The lesson introduction is an informal formative assessment to gather information on student’s prior knowledge of Hiroshima and Nagasaki.
- The mini debate will serve as a formal formative assessment. Students will be expressing their opinion so there is no right or wrong answer, but they do need to provide evidence by citing their reading or the image “Mushroom Cloud.”
- A summative assessment will be the student’s quick write. I will be able to read answers from all students and assess whether or not each student was able to successfully use their secondary sources as evidence to support their ideas/opinions.
ACCOMODATIONS
-Vocabulary terms will be displayed for the entire class to see, this will especially help EL students understand key words from their readings.
-Before calling on an EL student or special needs students, I will let them know that I will call on them and what I will ask them so they could prepare their answer beforehand.
- I will also give students the reading before class so that they have extra time to read it and ask any clarifying questions during class time.
-Before calling on an EL student or special needs students, I will let them know that I will call on them and what I will ask them so they could prepare their answer beforehand.
- I will also give students the reading before class so that they have extra time to read it and ask any clarifying questions during class time.